Investigation Into The Attitude Of Secondary School Students Toward Physics In Selected Secondary Schools

This study aimed to explore secondary school students’ attitudes towards learning physics and how these attitudes influence their performance in internal and external examinations. It examined various aspects of their attitudes, including whether they perceive physics as difficult, their feelings during physics lessons, and their overall enjoyment of the subject. Five hypotheses were formulated for this study. The sample comprised 120 students from four secondary schools, specifically focusing on students in SS2 and SS3. The study utilized a questionnaire with 18 items, and data analysis was conducted using t-statistics.

Based on the analysis of the data and testing of the hypotheses, the study yielded the following findings:

(i) There is no significant relationship between practical work and students’ interest in physics.

(ii) There is no significant relationship between incentives in physics and students’ interest in the subject.

(iii) There is no significant difference in the performance of students who have a favorable attitude towards physics compared to those with an attitudinal bias.

(iv) There is no significant relationship between male and female performance in physics.

Consequently, the study recommends that science education should prioritize teaching methods that emphasize practical application and active learning